Collegial Circle Members - please review this document, make changes, add details, etc. We will finalize this document at our next meeting in February. Thanks!
·Offerings for cooperating teachers – one day workshop with info about how teachers are trained, what courses they take, etc. ·Chairs interview student teaching candidate prior to being approved by the district à provide direct feedback to schools about candidate’s qualifications ·Chairs would like to learn more about the methods courses that candidates are taking (i.e., is it a specific WL methods course, or a general teaching methods course?); are students involved in real-life experiences (i.e., simulations) during the methods course? ·Are students being videotaped during sample lessons? ·Use of textbooks? Glissan; Omaggio-Hadley; Curtain and Pesola ·Knowledge of technology à uses in WL classroom ·Do students take courses in addition to student teaching? If so, students can’t get the full benefits of student teaching b/c they have papers, exams, classes, etc. à full time status ·Students should take and pass all required state exams prior to starting student teaching ·Students should be at a certain level of ACTFL proficiency scale prior to starting student teaching ·Encourage study abroad for teachers (OR equivalent local opportunities to practice with native speakers) ·Make students aware of scholarships, fellowships (i.e., AATSP, AATF, NECTFL, Fulbright, etc.) for students to study abroad ·Challenge for chairs: how to recruit the BEST teachers to be mentors/cooperating teachers; credits are not an incentive for some of the best/more experiences à stipends, travel opportunities, etc. ·Encourage (require???) candidates to be members of local, state and national organizations (i.e., LILT, NYSAFLT, ACTFL) ·Have students create a portfolio - online (i.e. a website) or otherwise
Pdf files; lessons
Photos of candidate working with students
videos
·Professional responsibilities (outside of classroom)
Socializing out of district (partying, bars, etc.)
Dress, appearances
Facebook, MySpace, websites à professional image
Email address on resume; message on home answering machines/cell phones
Spend time before and after school working with cooperating teacher, students, doing lesson planning, etc.
·Districts à provide candidates with a guidebook or handbook ·Weekly meetings between student teachers and chair ·Help student teachers with resumes ·Observe and write up observation reports for student teachers ·Encourage student teachers to attend department meetings, board meetings, etc. ·Facilitate observations of other department teachers (and observation of teachers from other disciplines) ·As chairs, we introduce and include student teacher in department activities ·Perform exit interviews with student teachers to talk about their experiences during the student teaching period ·Cooperating teachers need to be honest with student teachers regarding strengths and weaknesses; chairs provide cooperating teachers with “training” about how to communicate this information to student teachers à “difficult conversations” ·Establish a “common vocabulary” re: observations (i.e., use NCFLRC document to help observe candidates); a list of questions that would help cooperating teachers assess student teachers
Collegial Circle Members - please review this document, make changes, add details, etc. We will finalize this document at our next meeting in February. Thanks!
· Offerings for cooperating teachers – one day workshop with info about how teachers are trained, what courses they take, etc.
· Chairs interview student teaching candidate prior to being approved by the district à provide direct feedback to schools about candidate’s qualifications
· Chairs would like to learn more about the methods courses that candidates are taking (i.e., is it a specific WL methods course, or a general teaching methods course?); are students involved in real-life experiences (i.e., simulations) during the methods course?
· Are students being videotaped during sample lessons?
· Use of textbooks? Glissan; Omaggio-Hadley; Curtain and Pesola
· Knowledge of technology à uses in WL classroom
· Do students take courses in addition to student teaching? If so, students can’t get the full benefits of student teaching b/c they have papers, exams, classes, etc. à full time status
· Students should take and pass all required state exams prior to starting student teaching
· Students should be at a certain level of ACTFL proficiency scale prior to starting student teaching
· Encourage study abroad for teachers (OR equivalent local opportunities to practice with native speakers)
· Make students aware of scholarships, fellowships (i.e., AATSP, AATF, NECTFL, Fulbright, etc.) for students to study abroad
· Challenge for chairs: how to recruit the BEST teachers to be mentors/cooperating teachers; credits are not an incentive for some of the best/more experiences à stipends, travel opportunities, etc.
· Encourage (require???) candidates to be members of local, state and national organizations (i.e., LILT, NYSAFLT, ACTFL)
· Have students create a portfolio - online (i.e. a website) or otherwise
- Pdf files; lessons
- Photos of candidate working with students
- videos
· Professional responsibilities (outside of classroom)- Socializing out of district (partying, bars, etc.)
- Dress, appearances
- Facebook, MySpace, websites à professional image
- Email address on resume; message on home answering machines/cell phones
- Spend time before and after school working with cooperating teacher, students, doing lesson planning, etc.
· Districts à provide candidates with a guidebook or handbook· Weekly meetings between student teachers and chair
· Help student teachers with resumes
· Observe and write up observation reports for student teachers
· Encourage student teachers to attend department meetings, board meetings, etc.
· Facilitate observations of other department teachers (and observation of teachers from other disciplines)
· As chairs, we introduce and include student teacher in department activities
· Perform exit interviews with student teachers to talk about their experiences during the student teaching period
· Cooperating teachers need to be honest with student teachers regarding strengths and weaknesses; chairs provide cooperating teachers with “training” about how to communicate this information to student teachers à “difficult conversations”
· Establish a “common vocabulary” re: observations (i.e., use NCFLRC document to help observe candidates); a list of questions that would help cooperating teachers assess student teachers